Seventh+Grade

Seventh Grade
Place date before each entry under each question. 9/2 At the beginning of Chemistry. We are on track with pacing. Currently wrapping up standard 7-5.9 (comparing physical properties of matter to the chemical properties of matter). We will begin to cover 7-5.4 (use the periodic table to identify the organization of elements) this coming week. 9/16 We are currently in chemistry standards 5.2 and 5.3. (Classifying matter (elements compounds and mixtures and properties of metals and nonmetals). We are keeping in line with out pacing but keeping on this schedule is a struggle for some of our student so some of us have had to reteach a few concepts. 9/23 We are currently finishing chemistry standards 5.2 and testing on all standards previously covered. Next week we will begin with chemistry standard 5.4 and 5.5 (translating chemical formulas and equations). 9/2  No nine week tests or grades yet. Current quizzes begin to indicate success with safety and matter. We need to continue to re-teach atomic structure throughout the unit. As safety contracts have come back, students are beginning to get to do more hands on and are embracing that. 9/16 Quiz grades have shown that some reteaching of topics were necessary. Weaknesses have been using the periodic table. Specifically the difference between periods and families. It is a concept that some students have needed more practice with. 9/23 Students are improving on using the periodic table. Some are showing signes of struggling with classifying matter. We continue to reteach in small groups and one on one as needed. Most students are doing very well and show strengths in locating symbols on the peiodic table and identifying SOME physical properties. 9/2 ­Not all students in 6th grade took Pass. There are several that did not meet the standards. We have put our students in heterogeneously grouped tables. We are mindful to assist lower levels and push higher achieving ones to go beyond. 9/16 Our outputs in students’ interactive notebooks have been chosen based on student interest and also honors or advanced students have been given more rigorous output assignments. 9/23The honors classes are showing higher scores (even with differentiation) and as a result do not need remediation, but rather are stretched to deepen and broaden their thinking. We continue to use differentation using the notebooks with question types and outputs. 9/2 All students created, diagramed, evaluated. These are upper level Bloom’s. 9/16 Most learning goals were classify, explain, apply, create and predict which are higher level Bloom’s. We did have some lower levels such as list and define. 9/23 Evaluate and analyze evidence, Apply, Create a poster, 9/2 Our students had to diagram an atom and answer 1 understanding question on the last quiz we gave. 9/16 Define, identify, locate, apply and create are various Bloom’s levels. 9/23 There were two quizzes since last week. The 1st was primarily remember (later this knowledge will be used to analyze). The second on classifying matter used evaluate, Analyzing and applying with some understand and remember. 9/2 None 9/16 Planned for next week. Will meet later to create the Test and Study guide that we will be giving on 9/24. 9/23 Test and study guide were created for tomorrows test. Need to get PbNO3 and KI for lab in a few weeks.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 9/2 Niemann, Fox, Cunningham 9/16 Niemann, Fox, Cunningham 9/23 Niemann, Fox, Cunningham, Loyd